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Design

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Nelly Kamel
Nelly Kamel

The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.

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Instructional Design and Content Development Workshop Design Phase
Workshop Topics Using Analysis phase outcomes in Designing phase tasks Collecting learning resources and distributing on the lessens Course designing criteria: texts, multimedia, screen elements, and navigation. Writing interactive activities. Writing feedback for the interactive activities. Writing self-assessment questions. Producing a storyboard for a lesson.
Writing Interactive Activities Do not write open learning materials and distance learning as textbook but write them as workbook.
Interactive Activities The student learns by doing the activities and not from the content. Learning activities are very important because they evoke active learning The best test to see how effective is the learning activity is by asking the designer himself the following question: What the student will gain by doing the activity?
Interactive Activities The student learns by doing the activities. The importance of learning activities: help students to re-organize information and to adapt them help students to see the internal relations between the components of the scientific content.
Writing Interactive Activities Integrating technology in the learning activities adds to them: Interaction between the student and the content of the activity Positive and energetic Efficiency in responding to individual differences among students The ability to provide instant feedback Variation in application methods and learning Attract the attention and enhance memory by repeating the information.
Criteria for Writing Interactive Activities Title for the activity or its number. Explaining the importance of the activity in learning and how it can achieve the learning objective. Before the activity, there must be introduction to orient the student to do the activity. Giving instructions to do the activity. Directing the speech to the students; define, explain Revising what has been learned in the activity. Short text containing short sentences .
Examples for Interactive Activities Completing tables or figures Short answers Multiple choice questions Collecting information Accounting Categorizing Matching Oriented analysis Linking to the learners Experimentation experiments Compare and search the Antipodes Designing Case study Compositions
Definition of Feedback: Feedback is an away to inform the student the outcomes learned by providing information on the progress of his/her performance continuously. This is to help in the development of his/her performance. This is to show him/her if s/he is in the right direction, or modify it if it needs. Feedback does not mean providing the student only the scores of the answer whether right or wrong, but it goes beyond that by providing explanation to the student by the teacher.
The importance of feedback: The feedback informs the student with his/her result. This helps to reduce the student tension in case of not knowing his/her result. The student becomes convinced that his/her result is an outcome of the effort s/he did and s/he has to study more next time. Correcting the student's mistakes helps him/her to change the wrong information s/he has and replace it with correct one. The student can know his/her status from achieving the learning objective. Preparing a learning atmosphere has respect, security between the students themselves and with the teacher. Preparing students to democracy practices, respecting, developing positive feelings about their learning abilities.
The Kinds of Feedback: The feedback is generally divided to: Informative feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not without any explanation. Simple feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with correction to the wrong answer. Explanatory feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with explanation for correct and wrong answers.
Feedback Criteria: According to educators the feedback has 3 criteria: Promoted. Motivated. Oriented
Conditions for Writing Feedback: The following conditions should be in the feedback to enable the student to use the feedback and achieve the learning process objectives : The feedback must be continuous. The feedback must be in the light of the objectives. Analyzing the results of the feedback needs deep understating and analyzing. The feedback should be inclusive, to include all elements of the learning process. All the learning tools should be used in writing the feedback.
Activity: writing the activity and feedback Activity: write the activities for some learning objectives you have written
Self-assessment Questions Self-assessment questions should enable the students to check his/her progress and if s/he achieve the objectives correctly. The self-assessment questions should be objective to enable the students to check his/her answers.
Criteria for Writing Self-assessment Questions The self-assessment questions are written by using the learning objectives. Should have instructions for answering. The questions should be clear to the students to answer. Should have objective questions.
The Differences Between the Activities and SELF-ASSESSMENT Activity Self-assessment Encourage learning Emphasize learning Constructive Definitive A specific for a task General for different tasks Followed up by a feedback to Followed up by an answer to encourage learning emphasize learning
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  • 1. Instructional Design and Content Development Workshop Design Phase
  • 2. Workshop Topics Using Analysis phase outcomes in Designing phase tasks Collecting learning resources and distributing on the lessens Course designing criteria: texts, multimedia, screen elements, and navigation. Writing interactive activities. Writing feedback for the interactive activities. Writing self-assessment questions. Producing a storyboard for a lesson.
  • 3. Writing Interactive Activities Do not write open learning materials and distance learning as textbook but write them as workbook.
  • 4. Interactive Activities The student learns by doing the activities and not from the content. Learning activities are very important because they evoke active learning The best test to see how effective is the learning activity is by asking the designer himself the following question: What the student will gain by doing the activity?
  • 5. Interactive Activities The student learns by doing the activities. The importance of learning activities: help students to re-organize information and to adapt them help students to see the internal relations between the components of the scientific content.
  • 6. Writing Interactive Activities Integrating technology in the learning activities adds to them: Interaction between the student and the content of the activity Positive and energetic Efficiency in responding to individual differences among students The ability to provide instant feedback Variation in application methods and learning Attract the attention and enhance memory by repeating the information.
  • 7. Criteria for Writing Interactive Activities Title for the activity or its number. Explaining the importance of the activity in learning and how it can achieve the learning objective. Before the activity, there must be introduction to orient the student to do the activity. Giving instructions to do the activity. Directing the speech to the students; define, explain Revising what has been learned in the activity. Short text containing short sentences .
  • 8. Examples for Interactive Activities Completing tables or figures Short answers Multiple choice questions Collecting information Accounting Categorizing Matching Oriented analysis Linking to the learners Experimentation experiments Compare and search the Antipodes Designing Case study Compositions
  • 9. Definition of Feedback: Feedback is an away to inform the student the outcomes learned by providing information on the progress of his/her performance continuously. This is to help in the development of his/her performance. This is to show him/her if s/he is in the right direction, or modify it if it needs. Feedback does not mean providing the student only the scores of the answer whether right or wrong, but it goes beyond that by providing explanation to the student by the teacher.
  • 10. The importance of feedback: The feedback informs the student with his/her result. This helps to reduce the student tension in case of not knowing his/her result. The student becomes convinced that his/her result is an outcome of the effort s/he did and s/he has to study more next time. Correcting the student's mistakes helps him/her to change the wrong information s/he has and replace it with correct one. The student can know his/her status from achieving the learning objective. Preparing a learning atmosphere has respect, security between the students themselves and with the teacher. Preparing students to democracy practices, respecting, developing positive feelings about their learning abilities.
  • 11. The Kinds of Feedback: The feedback is generally divided to: Informative feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not without any explanation. Simple feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with correction to the wrong answer. Explanatory feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with explanation for correct and wrong answers.
  • 12. Feedback Criteria: According to educators the feedback has 3 criteria: Promoted. Motivated. Oriented
  • 13. Conditions for Writing Feedback: The following conditions should be in the feedback to enable the student to use the feedback and achieve the learning process objectives : The feedback must be continuous. The feedback must be in the light of the objectives. Analyzing the results of the feedback needs deep understating and analyzing. The feedback should be inclusive, to include all elements of the learning process. All the learning tools should be used in writing the feedback.
  • 14. Activity: writing the activity and feedback Activity: write the activities for some learning objectives you have written
  • 15. Self-assessment Questions Self-assessment questions should enable the students to check his/her progress and if s/he achieve the objectives correctly. The self-assessment questions should be objective to enable the students to check his/her answers.
  • 16. Criteria for Writing Self-assessment Questions The self-assessment questions are written by using the learning objectives. Should have instructions for answering. The questions should be clear to the students to answer. Should have objective questions.
  • 17. The Differences Between the Activities and SELF-ASSESSMENT Activity Self-assessment Encourage learning Emphasize learning Constructive Definitive A specific for a task General for different tasks Followed up by a feedback to Followed up by an answer to encourage learning emphasize learning